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A Select Bibliography
on Writing in a Second Language
A-K

Complied by
Dr. Robert S. Carlisle



This bibliography does not contain any of the arcticeles published in the Journal of Second Language Writing, which has been in existence since 1992.


Amastae, J. (1981). The writing needs of Hispanic students. In B. Cronnell (Ed.), The writing needs of
linguistically different students (pp. 99-127). Los Alamitos, CA: SWRL Educational Research and Development.
Ammon, P. (1985). Helping children learn to write in English as a second language: Some observations and
some hypotheses. In S. W. Freedman (Ed.), The acquisition of written language (pp. 65-84). Norwood, NJ: Ablex.
Arapoff, N. (1967). Writing: a thinking process. TESOL Quarterly, 1, 33-39.
Arthur, B. (1979). Short-term changes in EFL composition skills. In C. A. Yorio, K. Perkins, & J. Schacter (Eds.), On TESOL '79: The learner in focus (pp. 330-342). Washington, DC: Teachers of English to Speakers of Other Languages.
Ballard, B. (1984). Improving student writing: An integrated approach to cultural adjustment. In R.
Williams, J. Swales, & J. Kirkman (Eds.), Common ground: Shared interests in ESP and communication studies (pp. 43-45). Oxford: Pergamon.
Baral, D. P. (1977). Achievement levels among foreign-born and native-born Mexican
American students. San Francisco: R & E Research Associates, Inc.
Bar-Lev, Z. (1986). Discourse theory and "constructive analysis." Discourse Processes, 9, 235-246.
Bartelt, G. (1982). Rhetorical redundancy in Apachean English inter-language. In G. Bartelt, S.
Penfield-Jasper, & B. Hoffer (eds.), Essays in Native American English (pp. 157-172). San Antonio, TX: Trinity University Press.
Basham, C., & Rounds, P. (1984). A discourse analysis approach to summary writing.
TESOL Quarterly, 18, 527.
Braun, C., & Klassen, B. (1973). A transformational analysis of written structures of children representing
varying ethno-linguistic communities. Research in the teaching of English, 7, 312-323.
Briere, E. (1966). Quality versus quantity in second language composition. Language Learning, 16,
141-151.
Buckingham, T. (1979). The goals of advanced composition instruction. TESOL Quarterly, 13,
241-254.
Buckingham, T., & Pech, W. (1976). An experience approach to teaching composition.
TESOL Quarterly, l0, 55-65.
Burruel, J. M., Gomez, J., & Ney, J. W. (1974). Transformational sentence-combining in a barrio school.
In R. Crymes, & W. Norris (Eds.), On TESOL 74 (pp. 219-230). Washington, DC: Teachers of English to Speakers of Other Languages.
Campbell, C. (1990). Writing with others' words: using background reading text in academic
compositions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 211-230). Cambridge: Cambridge University Press.
Canagarajah, A. (1993). Comments on Ann Raimes's "Out of the woods: Emerging traditions in the teaching
of writing. TESOL Quarterly, 27, 301-306.
Carlisle, R.S. (1986). The writing of Anglo and Hispanic fourth and sixth graders in regular
submersion and bilingual programs. Unpublished doctoral dissertation, University of Illinois.
Carlisle, R. S. (1989). The writing of Anglo and Hispanic elementary students in bilingual, submersion, and
regular programs. Studies in Second Language Acquisition, 11, 257-280.
Carlisle, R. S. (1994). Influences of L1 writing proficiency on L2 writing proficiency. In R. DeVillar, C.
Faltis, & J. Cummins (Eds.), Cultural Diversity in Schools (pp. 161-187). New York: SUNY Press.
Carlisle, R. S., & McKenna, E. (1991). Placement of ESL/EFL undergraduate writers in college-level
writing programs. In Liz Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 197-211). Norwood, NJ: Ablex.
Carrell, P. (1987). Text as interaction: Some implications of text analysis and reading research for ESL
composition. In U. Connor & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 47-56). Reading, MA: Addison-Wesley.
Carson, J. E., & Kuehn, P. A. (1992). Evidence of transfer and loss in developing second language writers.
Language Learning, 42, 157-182.
Chang, S.-J. (1982). Linguistics and written discourse in particular languages: Contrastive studies: English
and Korean. In R. B. Kaplan (Ed.), ARAL: 1982 (pp. 85-98). Rowley, MA: Newbury House.
Charrow, V.R. (1981). The written English of deaf adolescents. In M. F. Whiteman (Ed.), Writing: The
nature, development, and teaching of written communication: Vol. 1. Variation in writing: Functional and linguistic-cultural differences (pp. 179-187). Hillsdale, NJ: Lawrence Erlbaum Associates.
Chelala, S. (1981). The composition process of Spanish speakers and the coherence of their
expository texts when writing in English and Spanish: A case study. Unpublished doctoral dissertation, New York University.
Chessin, L., & Auerbach, E. (1982). Teaching composition to Northwest American Indians. In G. Bartelt,
S. Penfield-Jasper, & B. Hoffer (Eds.), Essays in Native American English (pp. 173-186). San Antonio, TX: Trinity University Press.
Clyne, M. (1980). Writing, testing, and culture. The Secondary Teacher, 11, 13-16.
Clyne, M. (1981). Culture and discourse structure. Journal of Pragmatics, 5, 61-66.
Clyne, M. (1983). Linguistics and written discourse in particular languages: Contrastive studies: English and
German. In R. B. Kaplan (Ed.), ARAL: 1982 (pp 38-49). Rowley, MA: Newbury House.
Cohen, A. (1983). Reformulating compositions. TESOL Newsletter, 7(6), 1, 4-5.
Cohen, A., & Cavalcanti, M. (1990). Feedback on compositions: teacher and student verbal reports.
In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155-177). Cambridge: Cambridge University Press.
Cohen, A., Fathman, A., Merino, B. (1976). The Redwood City bilingual project, 1971-1974: Spanish and
English proficiency, mathematics, and language use over time. Working Papers on Bilingualism, 8, 1-29.
Connor, U. (1987). Research frontiers in writing analysis. TESOL Quarterly, 21, 677-696.
Connor, U. (1987). Argumentation patterns in student essays: Cross cultural differences. In U. Connor &
R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 57-71). Reading, MA: Addison-Wesley.
Connor, U., & Farmer, M. (1990). The teaching of tropical structure analysis as a revision strategy
for ESL writers. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 126-139). Cambridge: Cambridge University Press.
Connor, U., & Kaplan R. (Eds.). (1987). Writing across languages: Analysis of L2 text.
Reading, MA: Addison-Wesley.
Connor, U., & McCagg, P. (1983). Cross-cultural differences and perceived quality in written paraphrases
of English expository prose. Applied Linguistics, 4, 259-268.
Connor, U., & McCagg, P. (1987). A contrastive study of English expository prose paraphrases.
In U. Connor & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 73-86). Reading, MA: Addison-Wesley.
Cook-Gumperz, J., & Gumperz, J. J. (1981). From oral to written culture: The transition to literacy. In M.
F. Whiteman (Ed.), Writing: The nature, development, and teaching of written communication: Vol. 1. Variation in writing: Functional and linguistic-cultural differences (pp. 89-109). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cronnell, B. (Ed.). (1981). The writing needs of linguistically different students.
Los Alamitos, CA: SWRL Educational Research and Development.
Cronnell, B. (1982). A preliminary study of language influences in the English writing of
third- and sixth-grade Chicano students. (Report No. TN 2-82/13). Los Alamitos, CA: Southwest Regional Laboratory.
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning,
39, 81-141.
Cummins, J. (1980). The construct of language proficiency in bilingual education. In J. E. Alatis (Ed.),
Georgetown University round table on languages and linguistics 1980: Current issues in bilingual education (pp. 81-103). Washington, DC: Georgetown University Press.
Cummins, J. (1981). The role of primary language development in promoting educational success for
language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: National Dissemination and Assessment Center.
Cummins, J. (1989). The sanitized curriculum: Educational disempowerment in a nation at risk. In D.
Johnson & D. Roen (Eds.), Richness in writing (pp. 19-38). New York: Longman.
Dicker, S., & Sheppard, K. (1985). The effect of multiple drafts on structural accuracy in writing. TESOL
Quarterly, 19, 168-170.
Duskova, L. (1969). On sources of error in foreign language learning. International Review of Applied
Linguistics, 4, 11-36.
Edelsky, C. (1981). From "jimosalsco" to "7 narangas se calleron y el arbol-est-triste en lagrymas": Writing
development in a bilingual classroom. In B. Cronnell (Ed.), The writing needs of linguistically different students (pp. 63-98). Los Alamitos, CA: SWRL Educational Research and development.
Edelsky, C. (1982). Writing in a bilingual program: The relation of Ll and L2 texts. TESOL Quarterly,
16, 211-228.
Edelsky, C. (1983). Segmentation and punctuation: Developmental data from young writers in a
bilingual programme. Research in the Teaching of English, 17, 135-156.
Edelsky, C. (1986). Writing in a bilingual program. Norwood, NJ: Ablex.
Edelsky, C. (1989). Bilingual children's writing: Fact and fiction. In D. Johnson & D. Roen (Eds.),
Richness in writing (pp. 165-176). New York: Longman.
Eggingtion, W. (1987). Written academic discourse in Korean: Implications for effective communication. In
U. Connor & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 153-168). Reading, MA: Addison-Wesley.
Eisterhold, J. (1990). Reading-writing connections: toward a description for second language learners.
In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 88-101). Cambridge: Cambridge University Press.
Enkvist, N. (1987). Text linguistics for the applier: An orientation. In U. Connor & R. B. Kaplan (Eds.),
Writing across languages: Analysis of L2 text (pp. 23-43). Reading, MA: Addison-Wesley.
Evola, J., Mamer, E., & Lentz, B. (1980). Discrete point versus global scoring for cohesive devices. In J.
Oller, & K. Perkins (Eds.), Research in language testing (pp. 177-181). Rowley, MA: Newbury House.
Fathman, A., & Whalley, E. (1990). Teacher response to student writing: focus on form versus
content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178-190). Cambridge: Cambridge University Press.
Ferris, M. R., & Politzer, R. L. (1981). Effects of early and delayed second language acquisition: English
composition skills of Spanish-speaking junior high school students. TESOL Quarterly, 15, 263-274.
Fine, J. (Ed.). (1988). Second language discourse: A textbook of current research.
Norwood, NJ: Ablex.
Flahive, D. E., & Snow, B. G. (1980). Measures of syntactic complexity in evaluating ESL compositions.
In J. Oller & K. Perkins (Eds.), Research in language testing (pp. 171-176). Rowley, MA: Newbury House.
Freedman, A., Pringle, I., & Yalden, J. (Eds.). (1983). Learning to write: First language/second
language. New York: Longman.
Freeman, I., & Freeman, D. (1989). Whole languages approaches to writing with secondary students
of English as a second language. In D. Johnson & D. Roen (Eds.), Richness in writing (pp. 177-192). New York: Longman.
Friedlander, A. (1990). Composing in English: Effects of a first language on writing in English as
a second language. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 109-125). Cambridge: Cambridge University Press.
Fuller, J. K. (1978). An investigation of natural and monitored difficulty orders by
non-native adult students of English. Unpublished doctoral dissertation, Florida State University.
Gaies, S. J. (1980). T-unit analysis in second language research: Applications, problems and limitations.
TESOL Quarterly, 14, 53-60.
Gale, K., McClay, D., Christie, M. & Harris, S. (1981). Academic achievement in the Milingimbi bilingual
program. TESOL Quarterly, 15, 297-314.
Gipps, C., & Ewen, E. (1974). Scoring written work in English as a second language: The use
of the T-unit. Educational Research, 16, 121-125.
Givon, T. (Ed.). (1983). Topic continuity in discourse: A quantitative cross- language study.
Philadelphia: John Benjamins.
Givon, T. (1984). Universals of discourse structure and second language acquisition. In W. Rutherford
(Ed.) Language universals and second language acquisition (pp. 109-136). Philadelphia: John Benjamins.
Grabe, W. (1987). Contrastive rhetoric and text-type research. In U. Connor & R. B. Kaplan (Eds.),
Writing across languages: Analysis of L2 text (pp. 115-137). Reading, MA: Addison-Wesley.
Grabe, W., & Kaplan, R. (1989). Writing in a second language: contrastive rhetoric. In D. Johnson
& D. Roen (Eds.), Richness in writing (pp. 263-283). New York: Longman.
Gregg, J. (1986). Comments on Bernard A. Mohan and Winnie Au-Yeung Lo's "Academic writing and
Chinese students: Transfer and developmental factors". TESOL Quarterly, 20, 354-358.
Gungle, B., & Taylor, V. (1989). Writing apprehension and second language writers. In D. Johnson
& D. Roen (Eds.), Richness in writing (pp. 235-248). New York: Longman.
Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Hamp-Lyons, L. (1990). Second language writing: assessment issues. In B. Kroll (Ed.),
Second language writing: Research insights for the classroom (pp. 69-87). Cambridge: Cambridge University Press.
Hartmann, R. R. K. (1980). Contrastive textology. Heidelberg: Julius Groos.
Hedgcock, J., & Atkinson, D. (1993). Differing reading-writing relationships in L1 and L2 literacy
development. TESOL Quarterly, 27, 329-333.
Herendeen, W. (1986). Of tricksters and dilemmas in ESL writing classes: An epistolary account.
Journal of Basic Writing 5(2), 49-58.
Hinds, J. (1983). Contrastive Rhetoric: Japanese and English. Text, 3, 183-195.
Hinds, J. (1983). Linguistics and written discourse in particular languages: Contrastive studies: English and
Japanese. In R. B. Kaplan, et al (Eds.), Annual review of applied linguistics: 1982 (pp. 78-84). Rowley, MA: Newbury House.
Hinds, J. (1987). Reader versus writer responsibility: A new typology. In U. Connor & R. B. Kaplan
(Eds.), Writing across languages: Analysis of L2 text (pp. 141-152). Reading, MA: Addison-Wesley.
Hirokawa, K., & Swales, J. (1986). The effects of modifying the formality of ESL composition questions.
TESOL Quarterly, 20, 343-345.
Homburg, T. J. (1984). Holistic evaluation of ESL compositions: Can it be validated objectively? TESOL
Quarterly, 18, 87-107.
Hoover, M. R., & Politzer, P. L. (1981). Bias in composition tests with suggestions for a culturally
appropriate assessment technique. In M. F. Whiteman (Ed.), Writing: The nature, development, and teaching of written communication: Vol. 1. Variation in writing: Functional and linguistic-cultural differences (pp. 197-207). Hillsdale, NJ: Lawrence Erlbaum Associates.
Horowitz, D. (1986). Process, not product: Less Than meets the eye. TESOL Quarterly, 20, 141-144.
Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL
Quarterly, 20, 445-462.
Houghton, D., & Hoey, M. P. (1983). Linguistics and written discourse: Contrastive rhetorics. In R. B.
Kaplan (Ed.), Annual review of applied linguistics: 1982 (pp. 2-22). Rowley, MA: Newbury House.
Hudelson, S. (1984). Kan yu ret and rayt en ingles: Children become literate in English as a second
language. TESOL Quarterly, 18, 221-238.
Hudelson, S. (1989). Write on: Children writing in ESL. Englewood Cliffs, NJ: Prentice Hall.
Hudelson, S. (1989). A tale of two children: Individual differences in ESL children writing. In D.
Johnson & D. Roen (Eds.), Richness in writing (pp. 84-99). New York: Longman.
Hunt, K. W. (1970). Do sentences in the second language grow like those in the first? TESOL Quarterly,
4, 195-202.
Indrasuta, C. (1987). A comparison of the written compositions of American
and Thai students. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
Jacobs, S. E. (1981). Rhetorical information as prediction. TESOL Quarterly, 15, 237-249.
Jain, M. (1974). Error analysis: source, cause and significance. In J. C. Richards (Ed.), Error analysis
(pp. 189-215). London: Longman.
James, K. (1984). The writing of theses by speakers of English as a foreign language: The results of a case
study. In R. Williams, J. Swales, & J Kirkman (Eds.), Common ground: Shared interests in ESP and communication studies (pp. 99-113). Oxford: Pergamon.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency.
TESOL Quarterly, 20, 763-768.
Jenkins, S., & Hinds, J. (1987). Business letter writing: English, French, and Japanese. TESOL
Quarterly, 21, 327-349.
Johns, A. (1986). Coherence and academic writing: Some definitions and suggestions for teaching.
TESOL Quarterly, 20, 247-265.
Johns, A. (1986). The ESL student and the revision process: Some insights from schema theory.
Journal of Basic Writing, 5, 70-80.
Johns, A. (1990). L1 composition theories: implications for developing theories of L2 composition. In B.
Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 24-36). Cambridge: Cambridge University Press.
Johnson, D. (1989). Enriching task context for second language writing: Power through interpersonal
roles. In D. Johnson & D. Roen (Eds.), Richness in writing (pp. 39-54). New York: Longman.
Johnson, D., & Roen, D. (Eds.). (1989). Richness in writing: Empowering ESL students.
New York: Longman.
Jones, S., & Tetroe, J. (1987). composing in a second language. In A. Matsuhashi (Ed.), Writing in real
time (pp. 34-57). Norwood, NJ: Ablex.
Kachru, Y. (1983). Linguistics and written discourse in particular languages: Contrastive studies: English
and Hindi. In R. B. Kaplan (Ed.), ARAL: 1982 (pp. 50-77). Rowley, MA: Newbury House.
Kaczmarek, C. M. (1980). Scoring and rating essay tasks. In J. Oller & K. Perkins (Eds.), Research in
language testing (pp. 151-159). Rowley, MA: Newbury House.
Kameen, P. T. (1983). Syntactic skill and ESL writing quality. In A. Freedman, I. Pringle, & J. Yalden
(Eds.), Learning to write: First language/second language (pp. 162-170). New York: Longman.
Kaplan, R. B. (1966). Cultural though patterns in intercultural education. Language Learning, 16, 1-20.
Kaplan, R. B. (1967). Contrastive rhetoric and the teaching of composition. TESOL Quarterly,
1, 10-16.
Kaplan, R. B. (1983). Contrastive rhetorics: Some implications for the writing process. In A. Freedman, I.
Pringle, & J. Yalden (Eds.) Learning to write: first language/second language (pp. 139-161). New York: Longman.
Kaplan, R. B. (1983). (Ed). Annual review of applied linguistics: 1982.
Rowley, MA: Newbury House.
Kaplan, R. B. (1983). An introduction to the study of written texts: The "discourse compact." In R. B.
Kaplan (Ed.), ARAL: 1982 (pp. 138-151). Rowley, MA: Newbury House.
Kaplan, R. B. (1987). Cultural thought patterns revisited. In U. Connor & R. B. Kaplan (Eds.), Writing
across languages: Analysis of L2 text (pp. 9-21). Reading, MA: Addison-Wesley.
Kennedy, G. (1987). Expressing temporal frequency in academic English. TESOL Quarterly, 21,
69-86.
Khalil, A. (1985). Communicative error evaluation: Native speakers' evaluation and interpretation of written
error of Arab EFL learners. TESOL Quarterly, 19, 335-351.
Kirschner, S. A., & Poteet, G. H. (1973). Non-standard English usage in the writing of Black, White, and
Hispanic remedial English students in an urban community college. Research in the Teaching of English, 7, 351-355.
Kitagawa, M. (1989). Letting ourselves be taught. In D. Johnson & D. Roen (Eds.),
Richness in writing (pp. 70-83). New York: Longman.
Kobayashi, H., & Rinnert, C. (1992). Effects of first language on second language writing: Translation
versus direct composition. Language Learning, 42, 183-215.
Kobayashi, T. (1992). Native and nonnative reactions to ESL composition. TESOL Quarterly,
26, 81-112.
Koch, B. (1984). comments on Thompson-Panos and Maria Thomas Ruzic's "The least you should know
about Arabic: Implications for the ESL writing instructor." A Reader Reacts....TESOL Quarterly, 18, 542-545 .
Krapels, A. (1990). An overview of second language writing process research. In B. Kroll (Ed.),
Second language writing: Research insights for the classroom (pp. 37-56). Cambridge: Cambridge University Press.
Krashen, S. (1978). On the acquisition of planned discourse: Written English as a second dialect. In M.
Douglas (Ed.), Claremont reading conference: 42nd Yearbook (pp. 173-185). Claremont, CA: Claremont Graduate College.
Krashen, S. (1984). Writing: Research. theory and applications. Oxford: Pergamon
Institute of English.
Krashen, S., Butler, J., Birnbaum, R. & Robertson, J. (1978). Two studies in language acquisition and
language learning. ITL: Review of Applied Linguistics, 39-40: 73-92.
Kroll, B. (1970). A survey of the writing needs of foreign and American college freshmen. ELT Journal,
33, 219-226.
Kroll, B. (Ed.). (1990). Second language writing: Research insights for the classroom.
Cambridge: Cambridge University Press.
Kroll, B. (1990). What does time buy ?. ESL student performance on home versus class
compositions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 140-154). Cambridge: Cambridge University Press.

Bibliography L-Z

English 418: Course Syllabus